"Transformative learning is the process by which we call into question our taken for granted frames of reference (habits of mind or mindsets) to make them more inclusive, discriminating, open, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. Transformative learning often involves deep, powerful emotions or beliefs and is evidenced in action." (8th International Transformative Learning Conference, 2008)
The theory of transformative learning that has been developed by Mezirow during the past 2 decades has evolved "into a comprehensive and complex description of how learners construe, validate, and reformulate the meaning of their experience" (Cranton 1994, p. 22).
Mezirow broke transformative learning down into a series of phases that one goes through:
experiencing a dilemma
self examination
critical assessment of assumptions
recognizing that others have gone through a similar process
Instructor's Role in Promoting Transformative Learning in Distance Education
Generating a Student Centered Learning Environment
Promoting transformative learning in distance educationstarts with the instructor. He or she must understand that their role is not to give information to students and make them understand but to let students learn through their own experiences. In the online learning environment the instructor must relinquish much of the control that they typically have in a traditional face to face classroom and allow the students to take responsibility for their own learning. Distance education and transformative learning fit well together because transformative learning is a natural byproduct of distance education. The actual process of the student going from face to face classes into online classes forces some changes to take place in the learner. The combination of student centered instruction and the online learning environment allows students to examine their original ideas about learning and formulate new ones.
Facilitating Asynchronous Online Discussions
One way the online instructor can promote transformative learning is through the use of discussion boards to cover course content. Typically these discussion boards are asynchronous and give numerous opportunities for students to utilize transformative learning skills. It is vital that the instructor provides questions that are thought provoking and that allow room for discussion from all participants. Students can read questions that are posed to them by the instructor, use as much time as they need to think about their answer, and also read the ideas from their classmates. During this process of answering questions and reading others' responses a student can change their view of a question and formulate new ideas that are different from what they originally thought. In a typical online course the instructor would be the facilitator of the discussion by providing an opening question and then let the students discuss the topic amongst themselves. This process of reading questions and students responding to each other is a breeding ground for transformative learning. There are frequently many different view points from all learners and this provides opportunities for personal growth during discussions.
Providing Collaborative Assignments
Having small groups of students working on collaborative assignments is an extremely valuable tool in an an online learning environment. These types of projects naturally promote transformative learning as students are required to understand the perspectives of others and integrate those perspectives into the assignment. During collaborative assignments online instructors can give students a problem or challenge and together they must figure out a plan of action to solve the problem. Many of the components of the transformative learning process are represented through collaborative work. Some of the major transformative learning skills used during collaborative activities are exploring options, assessing assumptions, and formulating a plan of action.
Encouraging Self-Reflection For Online Students
Self-reflection is a key factor in transformative learning therefore the online instructor should encourage his/her students to constantly reflect on their experiences in a distance education environment. Palloff and Pratt offer some questions that an online instructor might offer students to ask themselves: "Has the perception of myself changed as I have participated in an online course? Have I revealed a part of myself that has not been revealed in other settings?"(Palloff and Pratt 2007, pg. 198) Students should be encouraged to reflect on work they complete on discussion boards, in collaborative assignments, and also on their interactions and experiences with classmates. Also online instructors should have students generate goals for themselves at the beginning of an online course and this will provide self-reflection opportunities when the course is completed. The student will be able to reflect on how well they met their personal goals and also reflect about new learning that has occurred for them personally.
Using Technology to Support Transformative Learning
There are many technology applications that an online instructor can use, but there are a few web 2.0 tools that easily support and promote transformative learning. One that can be used in distance education to encourage self-reflection and personal growth in an online course is a blog. This web tool can be used by the instructor on a weekly basis in any online course as a personal journal for the student. Students can blog about how they are grasping the material for that week and how it relates to them personally. The online instructor can read, comment, and also have a blog for him or herself that the online students can read as well. All students can read each other's blogs and relate to each others' experiences which is an important piece of the transformative learning process.
Another web 2.0 tool that facilitates the transformative learning process is the use of wikis. The online instructor can setup a wiki that the entire online class can work on with small groups of students being responsible for various content areas. The advantages of the wiki are that students can add to each others' wikis and continually update their own by researching the web. This ongoing process of forming new knowledge and being responsible for one's own personal growth as a learner are both necessary transformative learning skills. By providing opportunities for students to work with wikis the instructor can help each student transform their preconceived view of traditional learning methods and move toward new ways of gathering knowledge.
Lastly, the use of podcasts in distance education is truly a part of transformative learning because podcasts provide a venue for students to reflect and reformulate ideas. The instructor can build podcasts into the content area of study so that students can listen at their leisure. Students can decide on which portions of the podcast they need to review and which portions that they have a clear understanding about. Also, the online instructor can have students generate their own podcasts for certain content areas and the podcast making process is a great transformative learning experience for the student. While making podcasts the student will gain a deeper understanding of their own communication skills and how to efficiently bring their point across. During this process online students will continually reflect on their own learning and gain personal growth by using new and innovative means to learn.
Allowing For Student Facilitation
As students become increasingly comfortable in an online environment the instructor can use student facilitation as a tool for promoting transformative learning. This shift of responsibility from the instructor to the student provides an opportunity for the student to see learning from a different perspective and grow as a learner in the process. A solid starting point would be to have students facilitate one week of discussions on a certain topic and be responsible for questioning the group, monitoring discussion content, and guiding the group in the right direction when needed. The new perspective of learning that surfaces from facilitation experience will have a positive effect for the online student.
Conclusions
Transformative learning and distance education go well together because all of the key components of transformative learning are represented through distance education. Online learners must learn through new experiences, self-questioning, and reformulating of their own ideas regarding learning. Because the nature of distance education puts a great responsibility on the student, the knowledge that online students acquire is constantly tranforming. Whether learning from discussions with peers, from using new technologies, or from facilitating the group, online students will have new personal experiences to add to their transformative learning experiences.
References
Cranton, P.(1994) Understanding and Promoting Transformative Learning: A Guide For Educators of Adults. San Francisco, CA: Jossey-Bass
Transformative Learning in Distance Education
What is Transformative Learning?
"Transformative learning is the process by which we call into question our taken for granted frames of reference (habits of mind or mindsets) to make them more inclusive, discriminating, open, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. Transformative learning often involves deep, powerful emotions or beliefs and is evidenced in action ." (8th International Transformative Learning Conference, 2008)The theory of transformative learning that has been developed by Mezirow during the past 2 decades has evolved "into a comprehensive and complex description of how learners construe, validate, and reformulate the meaning of their experience" (Cranton 1994, p. 22).
Mezirow broke transformative learning down into a series of phases that one goes through:
- experiencing a dilemma
- self examination
- critical assessment of assumptions
- recognizing that others have gone through a similar process
- exploring options
- formulating a plan of action
- reintegration
(Grill 2002, paragraph 3, Transformative Learning)Instructor's Role in Promoting Transformative Learning in Distance Education
Generating a Student Centered Learning Environment
Promoting transformative learning in distance education starts with the instructor. He or she must understand that their role is not to give information to students and make them understand but to let students learn through their own experiences. In the online learning environment the instructor must relinquish much of the control that they typically have in a traditional face to face classroom and allow the students to take responsibility for their own learning. Distance education and transformative learning fit well together because transformative learning is a natural byproduct of distance education. The actual process of the student going from face to face classes into online classes forces some changes to take place in the learner. The combination of student centered instruction and the online learning environment allows students to examine their original ideas about learning and formulate new ones.Facilitating Asynchronous Online Discussions
One way the online instructor can promote transformative learning is through the use of discussion boards to cover course content. Typically these discussion boards are asynchronous and give numerous opportunities for students to utilize transformative learning skills. It is vital that the instructor provides questions that are thought provoking and that allow room for discussion from all participants. Students can read questions that are posed to them by the instructor, use as much time as they need to think about their answer, and also read the ideas from their classmates. During this process of answering questions and reading others' responses a student can change their view of a question and formulate new ideas that are different from what they originally thought. In a typical online course the instructor would be the facilitator of the discussion by providing an opening question and then let the students discuss the topic amongst themselves. This process of reading questions and students responding to each other is a breeding ground for transformative learning. There are frequently many different view points from all learners and this provides opportunities for personal growth during discussions.Providing Collaborative Assignments
Having small groups of students working on collaborative assignments is an extremely valuable tool in an an online learning environment. These types of projects naturally promote transformative learning as students are required to understand the perspectives of others and integrate those perspectives into the assignment. During collaborative assignments online instructors can give students a problem or challenge and together they must figure out a plan of action to solve the problem. Many of the components of the transformative learning process are represented through collaborative work. Some of the major transformative learning skills used during collaborative activities are exploring options, assessing assumptions, and formulating a plan of action.Encouraging Self-Reflection For Online Students
Self-reflection is a key factor in transformative learning therefore the online instructor should encourage his/her students to constantly reflect on their experiences in a distance education environment. Palloff and Pratt offer some questions that an online instructor might offer students to ask themselves: "Has the perception of myself changed as I have participated in an online course? Have I revealed a part of myself that has not been revealed in other settings?"(Palloff and Pratt 2007, pg. 198) Students should be encouraged to reflect on work they complete on discussion boards, in collaborative assignments, and also on their interactions and experiences with classmates. Also online instructors should have students generate goals for themselves at the beginning of an online course and this will provide self-reflection opportunities when the course is completed. The student will be able to reflect on how well they met their personal goals and also reflect about new learning that has occurred for them personally.Using Technology to Support Transformative Learning
There are many technology applications that an online instructor can use, but there are a few web 2.0 tools that easily support and promote transformative learning. One that can be used in distance education to encourage self-reflection and personal growth in an online course is a blog. This web tool can be used by the instructor on a weekly basis in any online course as a personal journal for the student. Students can blog about how they are grasping the material for that week and how it relates to them personally. The online instructor can read, comment, and also have a blog for him or herself that the online students can read as well. All students can read each other's blogs and relate to each others' experiences which is an important piece of the transformative learning process.Another web 2.0 tool that facilitates the transformative learning process is the use of wikis. The online instructor can setup a wiki that the entire online class can work on with small groups of students being responsible for various content areas. The advantages of the wiki are that students can add to each others' wikis and continually update their own by researching the web. This ongoing process of forming new knowledge and being responsible for one's own personal growth as a learner are both necessary transformative learning skills. By providing opportunities for students to work with wikis the instructor can help each student transform their preconceived view of traditional learning methods and move toward new ways of gathering knowledge.
Lastly, the use of podcasts in distance education is truly a part of transformative learning because podcasts provide a venue for students to reflect and reformulate ideas. The instructor can build podcasts into the content area of study so that students can listen at their leisure. Students can decide on which portions of the podcast they need to review and which portions that they have a clear understanding about. Also, the online instructor can have students generate their own podcasts for certain content areas and the podcast making process is a great transformative learning experience for the student. While making podcasts the student will gain a deeper understanding of their own communication skills and how to efficiently bring their point across. During this process online students will continually reflect on their own learning and gain personal growth by using new and innovative means to learn.
Allowing For Student Facilitation
As students become increasingly comfortable in an online environment the instructor can use student facilitation as a tool for promoting transformative learning. This shift of responsibility from the instructor to the student provides an opportunity for the student to see learning from a different perspective and grow as a learner in the process. A solid starting point would be to have students facilitate one week of discussions on a certain topic and be responsible for questioning the group, monitoring discussion content, and guiding the group in the right direction when needed. The new perspective of learning that surfaces from facilitation experience will have a positive effect for the online student.Conclusions
Transformative learning and distance education go well together because all of the key components of transformative learning are represented through distance education. Online learners must learn through new experiences, self-questioning, and reformulating of their own ideas regarding learning. Because the nature of distance education puts a great responsibility on the student, the knowledge that online students acquire is constantly tranforming. Whether learning from discussions with peers, from using new technologies, or from facilitating the group, online students will have new personal experiences to add to their transformative learning experiences.References
Cranton, P.(1994) Understanding and Promoting Transformative Learning: A Guide For Educators of Adults. San Francisco, CA: Jossey-BassGrill, J.(2002) Adult Education Cheat Sheet for Master's Comps.Retrieved June 22, 2009 from http://www.fsu.edu/~adult-ed/jenny/learning.html
Palloff, R. and Pratt, K.(2007) Building Online Learning Communities. John Wiley & Sons, Inc.
8th International Transformative Learning Conference (2008). Retrieved July 2, 2009 from http://transformativelearningbermuda.com/Transformative_Learning.html